POST REGISTRATION NURSING AND MIDWIFERY PROGRAMMES · Framework of Qualifications when developing...
Transcript of POST REGISTRATION NURSING AND MIDWIFERY PROGRAMMES · Framework of Qualifications when developing...
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
POST REGISTRATION NURSING AND MIDWIFERY PROGRAMMESStandards and requirements
Nursing and Midwifery Board of Ireland (NMBI)
These standards and requirements were originally published in June 2010 as Requirements and Standards for Post-Registration Nursing and Midwifery Education Programmes-Incorporating the National Framework of Qualifications (First Edition).
This document was re-issued in October 2015 for the relaunch of the NMBI website. This involved reviewing the content, updating dated references and redesigning the document. However, the standards and requirements themselves reflect what is in the 2010 edition.
About NMBI
The Nursing and Midwifery Board of Ireland (NMBI) is the independent, statutory organisation which regulates the nursing and midwifery professions in Ireland. For more information about our role and functions, visit www.NMBI.ie/What-We-Do
Nurses Rules 2010
This programme is governed by the Nurses and Midwives Act 2011 and by the Nurses Rules, which provide titles of recognised qualifications under the Register or Nurses and Midwives. For more information on the Act, and on the Nurses Rules, visit the What we Do/Legislation section of NMBI’s website, www.NMBI.ie
Approval of Higher Education Institutions and associated Health Care Providers
Details of approval of HEIs and associated HCPs along for provision of such programmes are published on our website. For more information, visit www.NMBI.ie/Education/Higher-Education-Institutions
Glossary
A full glossary of all the terms used in this and other NMBI publications is published on our website on www.NMBI.ie/Standards-Guidance/Glossary
Nursing and Midwifery Board of Ireland (NMBI)
CONTENTS
Introduction 4
The National Framework Of Qualifications 4Vision 4Models Of Co-Operation 5Background 5Structure Of The National Framework Of Qualifications 5
Process Of Approval 7
Guidance On Use Of The National Framework Of Qualifications 7Submission Criteria For Approval By Nmbi 8Teaching / Learning And Assessment 9Learning Resources 9Quality Management And Enhancement 10
Approval Of Post-Registration Nursing Programmes 11
Standards For The Approval Of Educational Providers And Health Care Providers 11
Standards For Nursing Post Registration Education Programmes 16
Knowledge-Breadth 16Knowledge-Kind 17Know-How And Skill-Range 18Know-How And Skill-Selectivity 19Competence-Context 20Competence-Role 21Competence-Learning To Learn 22Competence-Insight 23
Standards For Midwifery Post-Registration Education Programmes 24
Knowledge-Breadth 24Knowledge-Kind 25Know-How And Skill-Range 26Know-How And Skill-Selectivity 27Competence-Context 28Competence-Role 29Competence-Insight 30Competence-Learning To Learn 31Competence-Insight 32
References 33
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
INTRODUCTION
Post-registration nursing and midwifery education forms part of continuing professional development and represents a lifelong learning process after completion of initial education leading to registration as a nurse or midwife. Post-registration programmes are planned learning experiences for nurses and midwives that lead to an academic award at levels 8 or 9 on the National Qualifications Framework. These include a broad range of academic and specialist clinical programmes excluding those that lead to registration with the Nursing and Midwifery Board of Ireland (NMBI).
The principle of lifelong learning is intrinsic to the policies of the Quality and Qualifications Ireland (QQI) and to that of continuing professional development of the Nursing and Midwifery Board of Ireland (NMBI). Post-registration programmes are designed to increase the competence of nurses and midwives to enhance professional practice, patient safety, and the education, administration and research capacity of the nursing and midwifery disciplines. The process for development and approval of such programmes, that are designed to enhance the knowledge, skills, competences and professional values of registered nurses and midwives, is outlined within this document.
The National Framework of Qualifications
The National Framework of Qualifications (NFQ), which has been developed by Quality and Qualifications Ireland (QQI) in partnership with national stakeholders, is a radical development in Irish education and training arising from the Qualifications (Education and Training) Act, 1999. This learner-centred framework relates all education and training awards to each other. It brings coherence to the awards system. It establishes clearly defined standards about what a learner can be expected to achieve for each award. The NFQ is designed to bring about change. It introduces a new approach to the meaning of an award that will recognise learning outcomes, what a person with an award knows, can do and understands rather than time spent on the programme. These developments are occurring within the context of parallel European developments under the Bologna process. The referencing of the Irish National Qualifications Framework to the European Qualifications Framework was completed in June 2009.
Vision
While the Framework of Qualifications is about awards, it is also learner-centred and values learning. The learner should be able to enter and successfully participate in a programme, or a series of programmes leading to an award, or a series of awards, in pursuit of their learning objectives. The Framework of Qualifications and associated programme provision should be structured to facilitate learner entry and promote transfer and progression, so that learners are encouraged to participate in the learning process to enable them to realise their ambitions to the full extent of their abilities.
As a result the development of the Framework of Qualifications is based on certain values and principles. A key characteristic is the centrality of the learner within formal, non-formal and informal learning experiences. The formal recognition and valuing of all learning is an integral part of the work of the QQI. The Framework of Qualifications will need to be meaningful for all stakeholders, including learners, employers, and educational providers.
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Models of co-operation
Within the literature produced by the Quality and Qualifications Ireland (QQI) and educational literature in general the words accreditation, validation and approval are employed and at times used interchangeably. NMBI employs what the QQI describe as the optimum model for how a professional regulatory body should relate to education and training providers and awarding bodies. NMBI has chosen not to exercise its awarding authority conferred on it under the Nurses and Midwives Act, 2011. The Board currently approves all education programmes leading to Registration in a Division of the Register of Nurses maintained by NMBI. The Board also approves continuing professional development and post registration nursing and midwifery education programmes. The Board sets standards and requirements for professional programmes and approval is based on the programme satisfying these. NMBI welcomes and supports models of co-operation between educational providers awarding bodies and the Board in order to facilitate effective and efficient programme approval.
Background
In 1989 the Board decided to recognise post-registration nursing and midwifery programmes in terms of granting such programmes approval as either Category 1 or Category 2 courses.
Category 1 programmes are of very short duration, e.g. an in-service training day. The Chief Education Officer can directly approve this category. A new policy and submission template for Category 1 course approval was published by the Board in May 2009.
Category 2 programmes are of a longer duration, and approval for these has traditionally been within the governance of the Education and Training Committee of the Board. Category 2 programmes include a broad range of academic and clinical specialist programmes excluding those leading to Registration with the Board. Specialist programmes are post- registration programmes designed, developed and conducted with reference to a specific body of knowledge and experience in an area of nursing and midwifery. Such courses must satisfy the criteria of NMBI in relation to specialist education courses.
These Standards and Requirements are the revised NMBI policy for approving post-registration programmes. These include major awards that are approved as Category 2 programmes.
Structure of the National Framework of Qualifications
The Framework consists of 10 levels. It encompasses the widest possible spread of learning defined by a set of learning outcomes which are packages of knowledge, skill and competence (See QQI website for details of the 10 Level Grid). At each level there are one or more award types.Award Types
Definition:
A class of named awards sharing common features and level and can reflect a mix of standards of knowledge, skill and competence…” (NQAI 2003)
“
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
• Major award-type - A major award-type represents a significant volume of learning outcomes
• Minor award-type - A minor award-type will be part of the learning outcomes associated with one or more major award-types at a given level in the Framework of Qualifications. Minor awards may be combined with other learning outcomes towards a major or special purpose award.
• Supplemental award-type - Programmes leading to such award can be refresher, updating or continuing education and training. In some cases there may be regulatory requirements for such awards. Learning at this level has not traditionally been explicitly recognised in the formal systems of awards.
• Special-purpose award-type - Awards at this level are made for specific relatively narrow purposes. They may comprise learning outcomes that also form part of major awards. Special-purpose awards may form the basis for transfer into more broadly based major awards at the same level and thus progression on to higher awards.
Note: While NMBI can approve awards from all of these classes of named awards if they meet the Standards and Requirements, only major award types at level 8 and above will be approved as NMBI Category 2 programmes.
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
When submitting Post-Registration Nursing and Midwifery Education Programmes/Units of Learning to NMBI for approval such programmes must be consistent with the following standards, requirements and professional guidance:
The explicit reference in the stated learning outcomes to:
• The National Framework of Qualifications 10-level structure of awards – classified as Major, Minor, Special- purpose or Supplemental type – and with reference to entry, transfer and progression arrangements.
• The knowledge, know-how and competence to be developed during the programmes/units of learning in accordance with the level indicators published by the Quality and Qualifications Ireland (QQI)..
• The Nursing and Midwifery Standards for QQI Levels7-9. • The NMBI Domains of Competence.
On completion of each programme/unit of learning an evaluation report must be submitted to NMBI and the relevant awarding bodies together with the names and Personal Identification Numbers of all participants where appropriate who have successfully completed and become eligible for a named award.
NMBI approval will apply for a maximum of five years from date of approval, following which re-application will be necessary. This will ensure curricular content and learning outcomes are responsive to changing needs and requirements for knowledge, know-how, competence and technology.
Guidance on use of the National Framework of Qualifications
1. The following guidance should be used by programme development teams on using the National Framework of Qualifications when developing post-registration nursing and midwifery programmes/units of learning.
2. The programme development teams discuss the initial idea of the proposed education programme/units of learning with the relevant educational providers/ stakeholders (e.g, Health Service Providers, Higher Education Institutions, Regional Centres for Nurse /Midwifery Education, Voluntary/Statutory and Professional Bodies etc).
3. Notify NMBI of the proposed programme/units of learning being developed by the respective educational providers.
4. Explore potential outcomes of the proposed education programme/units of learning and match to the appropriate level of indicators (7-9) on the National Framework of Qualifications grid.
PROCESS OF APPROVAL for post-registration nursing and midwifery programmes
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
5. Consider the choice of Award-Types
• Major Award• Minor Award• Supplemental Award• Special-Purpose Award
6. Form a curriculum/working group/committee or equivalent representing the appropriate stakeholders and write the education programme/units of learning taking the following into consideration:
• Liaise with the Education Officer of NMBI responsible for post registration education. The respective Education Officer could be invited to advise the programme development team. Alternatively if this is not possible the programme development team should meet with the Education Officer at an early stage in the programme/units of learning development process to discuss the programme/units of learning outline and rationale for the proposed programme/units of learning. The Board should be kept appraised of progress at mutually agreed times and relevant documentation supplied to the Board as appropriate.
• The specific outcome of the education programme/units of learning.
• The specific level of indicators/learning outcomes between 7-9 as applied to nursing and midwifery standards on the National Framework of Qualification grid.
• The 8 sub-strands on the National Framework of Qualification grid. e.g The Award-type on the National Framework of Qualification grid.
• Refer to the ‘Post Registration Nursing and Midwifery Programmes Standards and Requirements’ (NMBI, 2015).
7. Submit the education programme/units of learning to the appropriate Education Officer for approval by the Education and Training Committee of NMBI (Statutory requirement Nurses and Midwives Act 2011).
8. Where approval has been withheld by NMBI conditions that will determine approval at a future date will be forwarded to the programmes/units of learning development teams.
Submission Criteria for Approval by NMBI
Submissions should include: Curriculum design, content and organisation
• Background to the programmes/units of learning, evidence including service evidence at policy and local level to support or justify the programmes/units of learning.
• Programmes/units design, academic level (National Framework of Qualifications), Access, transfer and progression, balance of theory/academic and clinical/practical experience (where appropriate to programmes/units of learning), flexibility, coherence (logical progression through the programmes/units of learning), integrity (feasibility of attainment of outcomes and assessments) and external reference
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Post Registration Nursing and Midwifery Programmes
points (research, regulation, health policy, demographics).
• Philosophy of nursing/midwifery philosophy congruent with programmes/units of learning speciality
• Philosophy of education.
• Curriculum model.
• Nursing and midwifery educational theories underpinning programmes/units of learning are explicit.
• Aims of programmes/units of learning
• Learning outcomes of programmes/units of learning
• Full unit of learning or module descriptors.
• Assessment criteria both theoretical and clinical competence assessment where applicable.
• A framework to facilitate credit accumulation and transfer is evident within programmes i.e. ECTS Framework.
• The programmes/units of learning presented are logically structured to meet the aims and objectives/outcomes of the programme.
Teaching / learning and assessment
• Methods of facilitating learning (both theoretical and clinical) are made explicit.
• Marks and standards for programmes/units of learning.
• Evaluation policy and procedures.
• Student transfer, progression and achievement.
• Entry requirements/access criteria (including NMBI Registration).
• Duration and modes of attendance.
• A circuit of clinical placement(s) as appropriate identified.
• Awards type outlined as per NFQ.
• Relationship of the programmes/units of learning to others in the educational arena.
• Relationship of the programmes/units of learning to the NFQ.
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Learning resources
• Teaching accommodation, organisational facilities
• Human (academic and clinical) module/units of learning and programme leader details and clinical support/supervision details.
• Curriculum vitae of personnel of programmes/units of learning to be submitted.
• Information technology in support of programmes/units of learning
• Library resources in relation to programmes/units of learning.
• Student support in practice.
Quality management and enhancement
• Audit of clinical and educational learning environment relevant to the programmes/units of learning aims and outcomes are explicit.
• Quality assurance criteria as per relevant educational provider, awarding body and NMBI are made explicit.
• Evaluation policy, strategy and methodology. Evaluation policy and procedures/methods explicit, data collected to include information about academic and clinical dimensions of programmes/units of learning.
• Committee structures representative of differing educational providers, Higher Education Institutions, Health Service Educational Providers/Institutions, Regional Centres for Nurse (Midwifery) Education, Voluntary/Statutory Bodies and Professional Bodies and other stakeholders appropriate for post-registration nursing and midwifery education programmes.
• Structures for regular monitoring and review of the programmes/units of learning.
• External examiner details as appropriate to named award.
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Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Standards for the Approval of Educational Providers and Health Care Providers
1. The respective Educational Providers
Educational providers are committed to providing post-registration nursing and midwifery education programmes/units of learning, which demonstrate that the highest standards of professional education and training are in place. Due regard should be taken in relation to issues such as the evolving public and service need, clinical/practice audit, patient safety (Government of Ireland, 2008), educational and clinical quality and student access.
1.1 Educational providers respond to change and needs affecting professional, educational, health, policy, social and economic issues.
1.2 Educational providers keep appropriate records including records for the conferment of professional and academic awards.
1.3 The process for monitoring student attendance is declared.
1.4 Organisational structures supporting the management of the educational programmes/units of learning are explicit.
1.5 Educational providers have a Post–Registration Nursing and Midwifery Education Committee/local joint working group, with representatives of the key stakeholders including service users.
1.6 The role of the external examiner in relation to the post-registration nursing and midwifery education programmes/units of learning is explicit.
1.7 The staff resource supports the delivery of the education programmes/units of learning at the stated professional, clinical and academic level.
1.8 Lecturers/tutors are involved in clinical practice and its development.
1.9 Nursing/midwifery subjects are developed and taught by registered nurses/midwives with appropriate professional, clinical and academic qualifications and teaching expertise in the subject matter.
1.10 A mechanism for staff development which prepares staff to deliver the education programmes/units of learning including the provision for maintaining nursing/midwifery expertise and credibility is identified.
1.11 Educational providers provide administrative and clerical support for all educational activity.
APPROVAL OF POST-REGISTRATION NURSING PROGRAMMES
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Post Registration Nursing and Midwifery Programmes
1.12 Educational providers provide educational resources/facilities (including library, computer, audio-visual & accommodation) to meet the teaching and learning needs of the specific post-registration programmes/units of learning.
1.13 Mechanisms for learner admission to the nursing and midwifery education programmes/units of learning ensure that the stated entry requirements are met. This should include specific mechanisms for the recognition of prior learning. The mechanism and conditions for learners exiting the education programmes/units of learning before completion are explicit.
1.14 Following any interruption in the education programmes/units of learning the educational provider ensures that the learner meets the education programmes/units of learning requirements.
1.15 The mechanism for learner support in relation to student services, facilities and academic and clinical guidance is explicit.
1.16 The educational provider provides an annual programme report on the education programmes/units of learning including the external examiner’s report to An Bord Altranais.
2. Programmes/Units of Learning Design and Development
2.1 Curriculum design and development reflect research and evidence based educational theory and health care theory, policy and practice. National and International benchmarks should inform curriculum development.
2.2 The curriculum model chosen should be dynamic and flexible to allow for changes in nursing/ midwifery practice and health care delivery.
2.3 Theoretical and clinical learning experiences and the learning environment must support the achievement of the aims and objectives/outcomes of the programmes/units of learning.
2.4 Programmes/units of learning design and development are led by registered nurse tutors or nurse/midwifery lecturers with a teaching qualification and is supported by academic and clinical experts including inter-disciplinary professionals as appropriate in collaboration with others and is guided by professional nursing/midwifery knowledge which is evidence/research based.
2.5 The programmes/units of learning development team comprise representative members of key stakeholders in nursing/midwifery education and practice and service users.
2.6 The programmes/units of learning are strategically planned to demonstrate balanced distribution and integration of theory and practice, logical sequencing and progressive development of subjects and clinical competence over the education programme.
2.7 The programmes/units of learning are based on a range of teaching-learning strategies (including e-learning and blended learning) to assist the development of a knowledgeable, safe and competent practitioner and to equip her/him with the life-long skills for problem-solving and self- directed learning.
2.8 The programmes/units of learning design reflects various methods of teaching/learning and
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Post Registration Nursing and Midwifery Programmes
provides a balance between lectures, tutorials, workshops, small group interactions, demonstrations, practical work/clinical; and self- directed study.
2.9 The programmes/units of learning equip the students/participants with an appropriate level of knowledge, research awareness and critical analysis.
2.10 The awarding body accreditation of programmes/units of learning is explicit.
2.11 Processes to facilitate access, transfer and progression are explicit within the programme/unit of learning.
2.12 The programmes/units of learning design include the assessment strategy in relation to the assessment of clinical competence and theoretical learning outcomes.
2.13 The programmes/units of learning design include an evaluation strategy, which captures evaluation feedback from a broad range of stakeholders including the student, the clinical sites and service users.
2.14 Quality assurance criteria reflective of both NMBI Requirements and Standards and the relevant awarding body are explicit.
2.15 Quality assurance mechanisms and indicators are identified and measured in relation to the internal and external governance requirements of the educational provider, the awarding body and the professional regulator.
3. Clinical Practice Experience (if appropriate to programmes/units of learning)
3.1 Clinical practice experience provides learning opportunities that enable the achievement of competence in clinical nursing/midwifery practice and the stated learning outcomes. 3.2 Clinical placements are based in health care institutions, which are audited/approved by the Programmes/Units of Learning Team and satisfy NMBI Requirements and Standards.
3.3 The healthcare institution (s) used for clinical placements are required to have in place:
• Arrangements for monitoring and improving patient safety• Evidence based practice guidelines to support appropriate standards of care and for systematic
approaches to nursing care• Policies that support audit• Risk Management systems• Adverse event reporting system• Policies that support good practice in recording clinical practice• Policies to address complaints/concerns• Mechanisms to support interdisciplinary team working• A structure within which concerns around clinical practice are raised and addressed• Mechanisms to involve service users in the development and review of healthcare provision; and• Evidence of clinical and educational audit for each placement site used in the education and
training of registrants.
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Post Registration Nursing and Midwifery Programmes
3.4 The selection of areas for clinical practice experience reflects the scope of the health care settings and supports the achievement of the learning outcomes of the post-registration education programmes/units of learning.
3.5 Post-registration learner allocation to clinical placements is based on the need to integrate theory and practice and to facilitate the progressive development of clinical skills, competence, quality patient care and patient safety.
3.6 Clearly written learning outcomes/objectives appropriate to the clinical area are developed and are available to ensure optimal use of valuable clinical experience. These learning outcomes/objectives are revised as necessary.
3.7 Post-registration learners and all those involved in meeting their learning needs are fully acquainted with the expected learning outcomes related to that clinical placement.
3.8 Lecturers and nurse/midwifery tutors, in liaison with the appropriate clinical staff (clinical facilitators, preceptors, clinical managers and practice development co-ordinators) guide and support the learners in ensuring that the clinical placement provides an optimum quality learning environment.
4. Assessment Process
The assessment of learning is a continuous process. Assessment should be balanced and integrated throughout the post- registration nursing and midwifery education programmes/units of learning.
Assessments are strategically planned and function to:
• Provide feedback on student/participant progress• Ensure educational standards (theory and practice) are achieved before entry to the next part/year
of the education programmes/units of learning, as appropriate.
4.1 Assessments are based on a variety of strategies that are aligned with the subject area, practice setting and stage of the education programmes/units of learning and expected learning outcomes.
4.2 Assessment measures where appropriate demonstrates the integration and application of theory to patient care learned throughout the programmes/units of learning and requires the student/ participant to demonstrate competence within practice through the achievement of learning outcomes in both theory and practice
4.3 Assessment strategies are established as reliable and valid measures of learning outcomes.
4.5 Grading criteria indicating the standard for a pass award is required for theoretical and clinical practice competency assessments as award/grading mechanism, which acknowledges higher achievements by the student/participant, is recorded.
4.6 Marks and standards and assessment regulations relating to compensation, supplemental and appeal mechanisms and conditions for continuance of the education programmes/units of learning are explicit.
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Post Registration Nursing and Midwifery Programmes
5. External Examiners
External examiners have an important role in maintaining the standard of post-registration nursing and midwifery education programmes/units of learning by providing an independent view about their content, structure, organisation and assessment. The Higher Education Institutions in collaboration with the relevant educational providers appoint external examiners in accordance with specified internal and external criteria (see below).
5.1 The role of the external examiner is explicit and functions to:• Maintain the quality and standards of post-registration education programmes/units of learning. • Ensure the assessment strategies for theory and practice are reliable and equitable.• Ensure individual students/learners are treated fairly.
5.2 External examiners for post-registration nursing and midwifery education programmes/units of learning:
• Are Registered Nurses/Midwives with professional qualifications appropriate to the post-registration programmes/units of learning being examined.
• Hold academic and teaching qualifications and have at least 3 years full-time teaching experience in courses appropriate to the post-registration programmes/units of learning being examined.
• Have experience in examining and assessing post-registration students.• Have experience in the development, management, delivery and evaluation of post-registration
programmes/units of learning.
5.3 The mechanism whereby the external examiner is provided with relevant documentation participates in decision- making concerning the programmes/ units of learning and has membership of the Examination Boards of the respective institutions, is explicit.
5.4 An abridged CV of the external examiner is explicit within the submission.
STANDARDS FOR NURSING POST REGISTRATION EDUCATION PROGRAMMES
Please Note: All cognate areas within the discipline of nursing must be at level 8.
Nursing: Knowledge-Breadth
Level 7 Level 8 Level 9
Specialised knowledge across a variety of areas
Understanding of the theory, concepts and methods pertaining to a field (or fields) of learning
A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning
The graduate should be able to:
1. demonstrate an integration of
knowledge and an understanding
of a systematic approach to
care and a specified range of
nursing interventions, and of
health, ethics, interpersonal
communication, management
information technology, numeracy
and literacy as applied to health
care within a health care team.
The graduate should be able to:
1. demonstrate an understanding of
the theory, concepts and methods
pertaining to relevant clinical
practice skills, essential for safe
and effective nursing practice.
The graduate should:
1. know how knowledge is created
and changed within the profession
2. be able to demonstrate a
knowledge base that exercises
higher levels of judgement,
discretion and decision making
within nursing practice.
3. be able to demonstrate the value
of nursing through the generation
of nursing knowledge and
innovative clinical practice, nursing
education and management.
STANDARDS FOR NURSING POST REGISTRATION EDUCATION PROGRAMMES
Nursing: Knowledge-Kind
Level 7 Level 8 Level 9
Recognition of limitations of current knowledge and familiarity with sources of new knowledge; integration of concepts across a variety of areas
Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s)
A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning
The graduate should be able to:
1. demonstrate an integration
of knowledge of: assessment,
planning, implementation and
evaluation of nursing care;
concepts that underpin nursing
practice and health care, including
social, biological and related
sciences.
2. recognise the limitations to current
competence.
The graduate should:
1. know and demonstrate an
understanding of relevant
biological and related sciences as
they apply to nursing practice.
2. know and demonstrate an
understanding of the social
sciences as they apply to nursing
practice.
3. critically analyse and evaluate
relevant knowledge in nursing
science.
4. critically analyse and evaluate
relevant knowledge in health
promotion and health care policy.
5. demonstrate relevant knowledge
to adopt systematic approaches
to nursing practice based on best
available evidence.
The graduate should:
1. demonstrate the synthesis and
integration of knowledge from
various domains showing a
breadth and depth of knowledge
of his/her discipline.
2. demonstrate the synthesis and
integration of knowledge from
a broad range of disciplines
that inform and develop nursing
practice.
3. demonstrate the synthesis and
integration of the major research
methodologies appropriate to his/
her professional domain.
Please Note: Pre-registration nurse education programmes are at Level 8. All Standards should be utilised in conjunction with the Standards and Requirements of NMBI
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Post Registration Nursing and Midwifery Programmes
Nursing: Know-How and Skill-Range
Level 7 Level 8 Level 9
Demonstrate specialised technical, creative or conceptual skills and tools across and area of study
Demonstrate mastery of a complex and specialised area of skills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity
Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry
The graduate should be able to:
1. demonstrate defined specialised
technical, creative or conceptual
nursing skills and tools, with
supervision as appropriate.
2. take responsibility for actions and
omissions
The graduate should be able to:
1. assist individuals, families and
groups achieve optimum health,
independence, recovery or a
peaceful death in a professional
caring manner.
2. provide and manage direct
practical nursing, whether health
promotional, preventive, curative,
rehabilitative or supportive, to
individuals, families or groups.
3. demonstrate evidence based
clinical practice skills essential for
safe nursing practice.
4. identify and implement health
promotion priorities in the relevant
area of practice.
5. implement health promotion
strategies for patient/client groups
in accordance with the public
health agenda.
The graduate should be able to:
1. make critical choices in the
selection of approaches to
research problems.
2. synthesise different approaches
to research and justify their use in
practice.
3. systematically gather, interpret and
evaluate evidence drawn from a
diverse range of sources that are
chosen independently.
4. conduct a comprehensive health
needs assessment as the basis
for independent nursing practice
within a specified area.
5. demonstrate expert skill in
providing care for individuals and
groups in communities, within the
scope of practice framework and
multidisciplinary team.
6. demonstrate advanced clinical
decision-making skills to manage
a patient/client caseload.
7. evaluate and critique current
evidence base to set standards for
best practice.
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Post Registration Nursing and Midwifery Programmes
Nursing: Know-How and Skill-Selectivity
Level 7 Level 8 Level 9
Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes
Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services, operations or processes, including resourcing
Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques
The graduate should be able to:
1. exercise relevant judgement in
participating in the assessment,
planning, implementation and
evaluation of patient care with
appropriate supervision.
2. undertake delegated duties
in a reliable manner taking
responsibility for actions or
omissions, as appropriate.
3. seek guidance in situations
beyond experience or
competence.
4. utilise knowledge experience,
learning resources from diverse
sources to enhance competence.
The graduate should be able to:
1. identify and meet the nursing
needs of the individual, family
and community in all health care
settings.
2. demonstrate the skills of
• analysis
• critical thinking
• problem solving, and
• reflection in nursing practice.
3. act as an effective member
of the health care team, in an
appropriate nursing setting and
participate in the multidisciplinary
team approach to the care of
patients and clients.
4. evaluate practice and use current
research findings to underpin
clinical practice.
5. articulate and represent patient/
client interests and enable
patient/client and others to fully
participate in decisions about his/
her health needs.
6. implement changes in healthcare
service in response to patient/
client need and service demand.
The graduate should be able to:
1. critically evaluate with
discrimination the complex
theories and concepts
underpinning professional
practice.
2. utilise advanced knowledge and
critical thinking skills to directly
and indirectly provide optimum
nursing care.
3. develop and apply critical faculties
to practice through advanced
reflection skills.
4. demonstrate vision of professional
practice that can be developed
beyond current scope of practice.
5. act proactively as an educational
resource for healthcare
professionals.
6. apply critical faculties to
professional practice through
analysis of the underlying
epistemology of its knowledge
base.
20
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Nursing: Competence-Context
Level 7 Level 8 Level 9
Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts
Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making; transfer and apply diagnostic and creative skills in a range of contexts
Act in a wide and often unpredictable variety of professional levels and ill-defined contexts
The graduate should be able to:
1. utilise skills in a wide range of
appropriate functions in the health
care setting with appropriate
supervision.
2. seek and understand sources of
evidence to underpin nursing
interventions.
The graduate should be able to:
1. adopt a holistic approach to care
and the integration of knowledge.
Conduct a systematic holistic
assessment of patient/client needs
based on nursing theory and
evidence- based practice.
2. plan care in consultation with
the patient/client taking into
consideration the therapeutic regimes
of all members of the health care
team.
3. implement planned nursing care/
interventions to achieve the identified
outcomes.
4. evaluate patient/client progress
toward expected outcomes and
review plans in accordance with
evaluation data and consultation with
the patient/client.
5. establish and maintain caring
therapeutic interpersonal relationships
with individuals/clients/groups/
commu nities.
6. perform a nursing assessment;
plan and initiate care and
treatment modalities within agreed
interdisciplinary protocols to achieve
patient/client centred outcomes and
evaluate their effectiveness.
7. identify, critically analyse, disseminate
and integrate nursing and other
evidence into the relevant area of
practice.
8. initiate and/or participate in and
evaluate audit and use the outcome
of audit to improve service provision.
9. contribute to service planning and
budgetary processes through use of
audit and specialist knowledge.
The graduate should be able to:
1. demonstrate autonomy,
experience, competence,
accountability, authority and
responsibility in nursing practice.
2. demonstrate leadership in nursing
practice.
3. use knowledge to autonomously
identify, resolve and evaluate
intellectual issues and practical
problems that appear in practice.
4. identify and integrate research
into areas of health care that can
incorporate best evidence based
practice.
5. use advanced skills to conduct an
in-depth research study relevant to
the field of professional nursing
21
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Nursing: Competence-Role
Level 7 Level 8 Level 9
Accept accountability for determining and achieving personal and/or group outcomes; take significant supervisory responsibility for the work of others in defined areas of work
Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups
Take significant responsibility for the work of individuals and groups; lead and initiate activity
The graduate should be able to:
1. accept responsibility for personal
outcomes within a defined range
of nursing activities.
2. undertake delegated nursing
duties with supervision as
appropriate.
3. respect the expertise of and work
collaboratively with all members of
the multi-professional care team.
4. adhere to the policies, procedures
and clinical guidelines of the
health care provider.
5. work within the boundaries of role
competence.
6. seek guidance when unsure how
to intervene or act.
7. take responsibility for own actions
or omissions.
The graduate should be able to:
1. effectively manage the
nursing care of clients/groups/
communities.
2. contribute to the overall goal/
mission of the health care
institution.
3. demonstrate the ability to work as
a team member.
4. determine priorities for care based
on need, acuity and optimal time
for intervention.
5. select and utilise resources
effectively and efficiently.
6. utilise methods to demonstrate
quality assurance and quality
management.
7. delegate to other nurses activities
commensurate with their
competence and within their
scope of professional practice,
having due regard for the
principles outlined in the Scope
of Nursing and Midwifery Practice
Framework, when delegating a
particular role or function.
8. facilitate the coordination of care.
This is achieved through working
with all team members to ensure
that client care is appropriate,
effective and consistent.
9. provide leadership in clinical
practice and act as a resource and
role model for a relevant area of
practice.
The graduate should be able to:
1. co-ordinate evidence based
practice audit and research to
develop and evaluate practice.
2. actively contribute to the
professional body of nursing
knowledge.
3. demonstrate the value of
nursing & midwifery through the
generation of nursing knowledge
and innovative nursing education
and practice.
4. teach others from a broad and
in-depth knowledge base, derived
from reflection on nursing practice
and expertise.
5. Critically review the working of
teams and demonstrate skills in
negotiation and the management
of conflict.
22
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Nursing: Competence-Learning to Learn
Level 7 Level 8 Level 9
Take initiative to identify and address learning needs and interact effectively in a learning group
Learn to act in variable and unfamiliar contexts; learn to manage learning tasks independently, professionally and ethically
Learn to self-evaluate and take responsibility fro continuing academic/professional development
The graduate should be able to:
1. reflect on personal experience to
integrate experiential learning with
theoretical knowledge.
2. identify personal and professional
development needs.
3. take appropriate opportunities to
enhance own level of knowledge,
skill, attitude or competence.
4. show self-direction in use of time,
motivation and commitment
to enhancing professional
development.
The graduate should be able to:
1. take responsibility for personal
and professional development.
2. act to enhance the personal and
professional development of self
and others
3. demonstrate a commitment to life-
long learning.
4. contribute to the learning
experiences of colleagues through
support, supervision and teaching.
5. educate clients/groups/
communities to maintain and
promote health.
6. provide mentorship,
preceptorship, teaching,
facilitation and professional
supervisory skills for nurses,
midwives and other health care
professionals.
The graduate should be able to:
1. identify personal learning needs
and the steps needed to meet
them.
2. reflect critically on practice in
order to improve it in self and
others.
3. undertake complex and sustained
analysis of subject matter and
provide a balanced, logical and
coherent conclusion.
4. continually evaluate personal
contribution to current body of
knowledge in practice.
5. utilise life-long learning skills to
continue to develop knowledge
applied to nursing practice.
6. explore beyond scope of
practice, developing effective and
innovative nursing practice.
7. demonstrate commitment to
advancing the body of knowledge
in nursing practice.
23
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Nursing: Competence-Insight
Level 7 Level 8 Level 9
Express an internalised personal world view, manifesting solidarity with others
Express a comprehensive internalised, personal world view manifesting solidarity with others
Scrutinise and reflect on social norms and relationships and act to change them
The graduate should be able to demonstrate an understanding of:
1. the principles of professional
regulation.
2. principles governing ethical
behaviour in health care.
3. how they can recognise limitations
of own level of knowledge, skill,
attitude or competence.
4. the need for personal reflection
upon clinical practice.
The graduate should be able to:
1. provide and articulate professional
and ethical nursing practice. Safe
and effective practice requires a
sound underpinning of theoretical
knowledge that informs practice
and is in turn informed by that
practice.
2. practice in accordance with
legislation effecting nursing
practice.
3. practice within the limits of own
competence and takes measures
to develop own competence.
4. demonstrate an understanding
and consciousness of professional
nursing practice issues through
the process of reflection on
experience.
5. generate and contribute to the
development of clinical standards
and guidelines
6. use relevant knowledge to support
and enhance generalist nursing
knowledge and practice.
The graduate should be able to:
1. identify and implement action
to improve practice and initiate
change.
2. identify and critically evaluate
ethical issues and work with others
towards their resolution.
3. develop the ability to be political
within and outside of his/her
employing organisation.
4. challenge assumptions and
question values, beliefs and
policies underpinning care at
individual, team and organisational
level.
5. actively contribute to the quality
of care through research that can
advance nursing and health care
knowledge.
6. develop advanced communication
skills in order to present balanced
arguments.
• present structured, rational
and evidenced coherent
arguments using appropriate
strategies.
• engage confidently in
academic and multi-
professional debate.
24
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
STANDARDS FOR MIDWIFERY POST- REGISTRATION EDUCATION PROGRAMMES
Please Note: All cognate areas within the discipline of midwifery must be at level 8.
Midwifery: Knowledge-Breadth
Level 7 Level 8 Level 9
Specialised knowledge across a variety of areas
Understanding of the theory, concepts and methods pertaining to a field (or fields) of learning
A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning
The graduate should be able to:
1. demonstrate an integration of
knowledge and an understanding
of a systematic approach to care
and a specified range of midwifery
interventions, and of health, ethics,
interpersonal communication,
management, information
technology, numeracy and literacy
as applied to maternity care within
a maternity care team.
The graduate should be able to:
1. demonstrate an understanding of
the theory, concepts and methods
pertaining to relevant clinical
practice skills, essential for safe
and effective midwifery practice.
The graduate should:
1. know how knowledge is created
and changed within the midwifery
profession.
2. be able to demonstrate a
knowledge base that exercises
higher levels of judgement,
discretion and decision making
within midwifery practice.
3. be able to demonstrate the
value of midwifery through
the generation of midwifery
knowledge and innovative clinical
practice, midwifery education and
management.
Please Note: Pre-registration midwife education programmes are at Level 8. All Standards should be utilised in conjunction with the Standards and Requirements of NMBI.
• Within this document, the use of the word ‘woman’ should be taken to include her foetus/baby where appropriate.
• Within this document, the use of the word ‘family’ refers to any significant others, identified by the woman, and not necessarily blood relatives.
25
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Midwifery Programmes
STANDARDS FOR MIDWIFERY POST- REGISTRATION EDUCATION PROGRAMMES
Midwifery: Knowledge-Kind
Level 7 Level 8 Level 9
Recognition of limitations of current knowledge and familiarity with sources of new knowledge; integration of concepts across a variety of areas
Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s).
A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning
The graduate should be able to:
1. demonstrate an integration of
knowledge of:
• assessment, planning,
implementation and
evaluation of midwifery care;
• concepts that underpin
midwifery practice and
maternity care, including
social, biological,
psychological and related
sciences.
2. recognise the limitations to current
competence.
The graduate should:
1. know and demonstrate an
understanding of relevant
biological and related sciences as
they apply to midwifery practice.
2. know and demonstrate an
understanding of the social
sciences as they apply to
midwifery practice.
3. critically analyse and evaluate
relevant knowledge in
contemporary midwifery practice.
4. critically analyse and evaluate
relevant knowledge in health
promotion and health care policy.
5. demonstrate relevant knowledge
to underpin evidence based
midwifery practice
The graduate should:
1. demonstrate the synthesis and
integration of knowledge from
various domains showing a
breadth and depth of knowledge
of midwifery.
2. demonstrate the synthesis and
integration of knowledge from a
broad range of disciplines that
inform and develop midwifery
practice.
3. demonstrate the synthesis and
integration of the major research
methodologies appropriate to
midwifery.
26
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Midwifery: Know-How and Skill-Range
Level 7 Level 8 Level 9
Demonstrate specialised technical, creative or conceptual skills and tools across and area of study
Demonstrate mastery of a complex and specialised area of skills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity
Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry
The graduate should be able to:
1. demonstrate defined specialised
technical, creative or conceptual
midwifery skills and tools, with
supervision as appropriate.
2. take responsibility for actions and
omissions.
The graduate should:
1. conduct a comprehensive needs
assessment as the basis for
independent midwifery practice.
2. provide competent, safe midwifery
care to women and, where possible,
their wider family circle.
3. demonstrate evidence based clinical
practice skills essential for safe
midwifery practice.
4. identify and implement health
promotion priorities in midwifery
practice.
5. implement health promotion
strategies for women, their families
and the wider community in
accordance with the public health
agenda.
The graduate should:
1. make critical choices in the
selection of approaches to
research problems.
2. synthesise different approaches
to research and justify their use in
practice.
3. systematically gather, interpret and
evaluate evidence drawn from a
diverse range of sources that are
chosen independently.
4. demonstrate expert skill in
providing care for women and
groups in communities, within the
scope of practice framework and
multidisciplinary team.
5. demonstrate advanced clinical
decision-making skills to manage
a midwifery caseload.
6. evaluate and critique current
evidence base to set standards for
best practice.
27
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Midwifery Programmes
Midwifery: Know-How and Skill-Selectivity
Level 7 Level 8 Level 9
Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes
Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services, operations or processes, including resourcing
Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques
The graduate should be able to:
1. exercise relevant judgement in
participating in the assessment,
planning, implementation and
evaluation of midwifery care
for women with appropriate
supervision.
2. undertake delegated duties
in a reliable manner taking
responsibility for actions or
omissions, as appropriate.
3. seek guidance in situations
beyond experience or
competence.
4. utilise knowledge experience,
learning resources from diverse
sources to enhance competence.
The graduate should be able to:
1. identify and meet the midwifery
care needs of women, their
families and community in all
health care settings.
2. demonstrate the skills of
• analysis
• critical thinking
• problem solving, and
• reflection in midwifery
practice.
3. where appropriate, act as an
effective member of the maternity
care team and participate in the
multidisciplinary team approach to
the care of women.
4. evaluate practice and use current
research findings to underpin
clinical midwifery practice
promoting the normality of
pregnancy and birth.
5. articulate and represent women’s
interests and enable women to
fully participate as partners in
decisions about their maternity
care needs.
6. implement changes in maternity
care service in response to
women’s needs and choices, and
service demand.
The graduate should be able to:
1. critically evaluate with
discrimination the complex
theories and concepts
underpinning professional
midwifery practice.
2. utilise advanced knowledge and
critical thinking skills to directly
and indirectly provide optimum
midwifery care.
3. develop and apply critical faculties
to practice through advanced
reflection skills.
4. demonstrate a vision of
professional practice that can be
developed beyond current scope
of practice.
5. act proactively as an educational
resource for healthcare
professionals.
6. apply critical faculties to
professional midwifery practice
through analysis of the underlying
epistemology of its knowledge
base.
28
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Midwifery: Competence-Context
Level 7 Level 8 Level 9
Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts
Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making; transfer and apply diagnostic and creative skills in a range of contexts
Act in a wide and often unpredictable variety of professional levels and ill-defined contexts
The graduate should be able to:
1. utilise skills in a wide range of
appropriate functions in the health
care setting with appropriate
supervision.
2. seek and understand sources of
evidence to underpin midwifery
care interventions.
The graduate should be able to:
1. adopt a holistic approach to
midwifery care and the integration
of knowledge. Conduct a
systematic holistic assessment
of women’s needs based on
midwifery theory and evidence-
based practice.
2. plan care in partnership with the
woman taking into consideration
the role and potential input of all
members of the maternity care
team.
3. implement planned midwifery
care to achieve the identified
outcomes.
4. evaluate a woman’s progress
toward expected outcomes and
review plans in accordance with
evaluation data and partnership
with the woman.
5. establish and maintain caring
interpersonal relationships with
women and their families.
6. assess and confirm the health of
women during pregnancy, labour,
birth and the puerperium and
provide appropriate midwifery
care.
7. identify, critically analyse,
disseminate and integrate
midwifery and other evidence into
midwifery practice.
8. initiate and/or participate in
and evaluate audit and use the
outcome of audit to improve the
provision of maternity care.
9. contribute to service planning and
budgetary processes through use
of audit and midwifery knowledge.
The graduate should be able to:
1. demonstrate autonomy,
experience, competence,
accountability, authority and
responsibility in midwifery
practice.
2. demonstrate leadership in
midwifery practice.
3. use knowledge to autonomously
identify, resolve and evaluate
intellectual issues and practical
problems that appear in midwifery
practice.
4. identify and integrate research
into areas of health care that can
incorporate best evidence based
practice.
5. use advanced skills to conduct an
in-depth research study relevant to
professional midwifery practice.
29
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Midwifery Programmes
Midwifery: Competence-Role
Level 7 Level 8 Level 9
Accept accountability for determining and achieving personal and/or group outcomes; take significant supervisory responsibility for the work of others in defined areas of work
Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups
Take significant responsibility for the work of individuals and groups; lead and initiate activity
The graduate should be able to:
1. accept responsibility for personal
outcomes within a defined range
of midwifery care activities.
2. undertake delegated midwifery
care duties with supervision as
appropriate.
3. respect the expertise of and work
collaboratively with all members of
the multi-professional care team.
4. adhere to the policies, procedures
and clinical guidelines of the
health care provider.
5. work within the boundaries of role
competence.
6. seek guidance when unsure how
to intervene or act.
7. take responsibility for own actions
or omissions.
The graduate should be able to:
1. effectively manage the midwifery
care of women and their families.
2. contribute to the overall goal/
mission of the health care
institution.
3. demonstrate the ability to work as
a team member.
4. determine priorities for midwifery
care based on need, informed
choice, acuity and optimal time for
intervention.
5. select and utilise resources
effectively and efficiently.
6. utilise methods to demonstrate
quality assurance and quality
management.
7. delegate to other midwives
activities commensurate with
their competence and within their
scope of professional practice,
having due regard for the
principles outlined in the Scope
of Nursing and Midwifery Practice
Framework, when delegating a
particular role or function.
8. facilitate the coordination of care.
This is achieved through working,
in partnership with a woman, with
all team members to ensure that
a woman’s care is appropriate,
effective and consistent.
9. provide leadership in clinical
practice and act as a resource and
role model for midwifery practice.
The graduate should be able to:
1. co-ordinate evidence based
practice audit and research to
develop and evaluate midwifery
practice.
2. actively contribute to the
professional body of midwifery
knowledge.
3. demonstrate the value of
midwifery through the generation
of midwifery knowledge and
innovative midwifery education
and practice.
4. teach others from a broad and
in-depth knowledge base, derived
from reflection on midwifery
practice and expertise.
5. Critically review the working of
teams and demonstrate skills in
negotiation and the management
of conflict.
30
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Midwifery: Competence-Insight
Level 7 Level 8 Level 9
Express an internalised personal world view, manifesting solidarity with others
Express a comprehensive internalised, personal world view manifesting solidarity with others
Scrutinise and reflect on social norms and relationships and act to change them
The graduate should be able to demonstrate an understanding of:
1. the principles of professional
regulation for midwives.
2. principles governing ethical
behaviour in maternity care.
3. how he/she can recognise
limitations of own level of
knowledge, skill, attitude or
competence.
4. the need for personal reflection
upon clinical practice in midwifery.
The graduate should be able to:
1. provide and articulate professional
and ethical midwifery practice.
Safe and effective practice
requires a sound underpinning of
theoretical knowledge that informs
practice and is in turn informed by
that practice.
2. practice in accordance with
legislation affecting midwifery
practice.
3. practice within the limits of own
competence and take measures to
develop own competence.
4. demonstrate an understanding
and consciousness of professional
midwifery practice issues through
the process of reflection on
experience.
5. generate and contribute to the
development of clinical standards
and guidelines.
6. use relevant knowledge to support
and enhance midwifery knowledge
and practice.
The graduate should be able to:
1. identify and implement action to
improve midwifery practice and
initiate change.
2. identify and critically evaluate
ethical issues and work with others
towards their resolution.
3. develop the ability to be political
within and outside of his/her
employing organisation.
4. challenge assumptions and
question values, beliefs and
policies underpinning maternity
care at individual, team and
organisational level.
5. actively contribute to the quality
of care through research that can
advance midwifery and maternity
care knowledge.
6. develop advanced communication
skills in order to present balanced
arguments.
• present structured, rational
and evidenced coherent
arguments using appropriate
strategies.
• engage confidently in
academic and multi-
professional debate.
31
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Midwifery Programmes
Midwifery: Competence-Learning to Learn
Level 7 Level 8 Level 9
Take initiative to identify and address learning needs and interact effectively in a learning group
Learn to act in variable and unfamiliar contexts; learn to manage learning tasks independently, professionally and ethically
Learn to self-evaluate and take responsibility for continuing academic/professional development
The graduate should be able to:
1. reflect on personal experience to
integrate experiential learning with
theoretical knowledge.
2. identify personal and professional
development needs.
3. take appropriate opportunities to
enhance own level of knowledge,
skill, attitude or competence.
4. show self-direction in use of time,
motivation and commitment
to enhancing professional
development.
The graduate should be able to:
1. take responsibility for personal
and professional development.
2. act to enhance the personal and
professional development of self
and others.
3. demonstrate a commitment to life-
long learning.
4. contribute to the learning
experiences of colleagues through
support, supervision and teaching.
5. educate and support women, their
families and the wider community
to maintain and promote health.
6. provide mentorship,
preceptorship, teaching,
facilitation and professional
supervisory skills for midwives and
other health care professionals.
The graduate should be able to:
1. identify personal learning needs
and the steps needed to meet
them.
2. reflect critically on midwifery
practice in order to improve it in
self and others.
3. undertake complex and sustained
analysis of subject matter and
provide a balanced, logical and
coherent conclusion.
4. continually evaluate personal
contribution to current body of
midwifery knowledge in practice.
5. utilise life-long learning skills to
continue to develop knowledge
applied to midwifery practice.
6. explore beyond scope of
practice, developing effective and
innovative midwifery practice.
7. demonstrate commitment to
advancing the body of knowledge
in midwifery practice.
32
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
Midwifery: Competence-Insight
Level 7 Level 8 Level 9
Express an internalised personal world view, manifesting solidarity with others
Express a comprehensive internalised, personal world view manifesting solidarity with others
Scrutinise and reflect on social norms and relationships and act to change them
The graduate should be able to demonstrate an understanding of:
1. the principles of professional
regulation for midwives.
2. principles governing ethical
behaviour in maternity care.
3. how he/she can recognise
limitations of own level of
knowledge, skill, attitude or
competence.
4. the need for personal reflection
upon clinical practice in midwifery.
The graduate should be able to:
1. provide and articulate professional
and ethical midwifery practice.
Safe and effective practice
requires a sound underpinning of
theoretical knowledge that informs
practice and is in turn informed by
that practice.
2. practice in accordance with
legislation affecting midwifery
practice.
3. practice within the limits of own
competence and take measures to
develop own competence.
4. demonstrate an understanding
and consciousness of professional
midwifery practice issues through
the process of reflection on
experience.
5. generate and contribute to the
development of clinical standards
and guidelines.
6. use relevant knowledge to support
and enhance midwifery knowledge
and practice.
The graduate should be able to:
1. identify and implement action to
improve midwifery practice and
initiate change.
2. identify and critically evaluate
ethical issues and work with others
towards their resolution.
3. develop the ability to be political
within and outside of his/her
employing organisation.
4. challenge assumptions and
question values, beliefs and
policies underpinning maternity
care at individual, team and
organisational level.
5. actively contribute to the quality
of care through research that can
advance midwifery and maternity
care knowledge.
6. develop advanced communication
skills in order to present balanced
arguments.
• present structured, rational
and evidenced coherent
arguments using appropriate
strategies.
• engage confidently in
academic and multi-
professional debate.
33
Nursing and Midwifery Board of Ireland (NMBI)
Post Registration Nursing and Midwifery Programmes
References
NMBI (2014) The Code of Professional Conduct and Ethics for Registered Nurses and Midwives. Dublin, NMBI.
NMBI (2001) Assessment of Competence Conference Proceedings. www.nursingboard.ie.
NMBI (2015) Scope of Nursing and Midwifery Practice Framework Dublin, NMBI.
NMBI News Winter (2003) Developing a Framework of Qualifications for Nurses and Midwives Within The National Framework of Qualifications – Reform of the Approval Mechanisms for Post - Registration Education. Dublin, NMBI.
NMBI (2003) Requirements and Standards for Nurses Educated and Trained Oversees in Non-EU Countries and Guidance on the Provision of Adaptation and Assessment to Nurses from Overseas. Dublin, NMBI.
NMBI (2003) Guidelines on the Key Points That May be Considered When Developing A Quality ClinicalLearning Environment. Dublin, NMBI.
NMBI November (2005) Requirements and Standards for Nurse Registration Education Programmes 3rd Edition Dublin, NMBI.
NMBI (2005) Requirements and Standards for the Midwife Registration Education Programme. Dublin An Bord Altranais.
Department of Health and Children (2001) Quality and Fairness – A Health System for You. Dublin Department of Health and Children.
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